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The  review of my lesson plan made by two collegues

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The  review of my lesson plan made by two collegues

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The  review of my lesson plan made by two collegues

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My learning designer

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MY LEARNING DESIGNER

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Module 4: The European Global Navigation Satellite System4.2. The European Galileo Satellite system: uses and purposes

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Module 4: The European Global Navigation Satellite System4.2. The European Galileo Satellite system: uses and purposes

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Galileo is the European GNSS, consisting of 30 satellites, 24 operational and 6 in orbit reserves. The constellation is not fully set yet – by the end of 2016, 18 satellites were launched, providing initial services. The complete system is expected to be ready by 2020. All satellites will be positioned in circular orbits at approximately 23000 km above the Earth.Galileo will fully cover Europe and beyond. It will be interoperable with GPS and Glonass, meaning it will work together with the US and Russian GNSS without being specially configured to do so.

Galileo will give precise indications of position in real time, supporting in car navigation, aviation and maritime transport, assisting precision farming and security companies (by monitoring stolen vehicles, for example), helping local public transports, tourist guides and blind or poorly sighted people finding their way.

An important application of Galileo is the global Search and Rescue (SAR) function, which assists rescue teams in finding people in trouble, while giving real-time feedback to the users.

What if you got in trouble or not feeling well? Galileo comes to the rescue! The satellite system provides solutions and support for people who are in a critical situation.Applications of Galileo ensures safety for people on Earth, but not only that. It can be useful for solving everyday challenges that involve positioning. In November 2017 four satellites of Galileo constellation will be launched from Kourou, French Guiana. Arianespace will use an Ariane 5 rocket to put on orbit four (number 19-22) Galileo full operational capability satellites for Europe’s Galileo navigation constellation.

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4.1 What is satellite navigation and how does it work?

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4.1 What is satellite navigation and how does it work?

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Satellite navigation is a method of navigation using a system composed of a constellation of satellites, which is used to provide the positioning of users on Earth and to indicate the route to follow in order to reach a destination. Current and future Global Navigation Satellite Systems (GNSS) allow one to determine the position (latitude, longitude, and altitude) with high precision (within the metre scale) through dedicated software and small electronic devices, such as mobile phones.

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Module 3: Navigation tools and terms3.1 What do I need to know to determine my location?In past modules we talked about the history of navigation and about some basic concepts like latitude and longitude. In this module we will learn how to determine one’s location, deepen our knowledge on coordinate systems, latitude and longitude concepts, using instruments and tools that can be easily made in your classroom.

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Module 3: Navigation tools and terms3.1 What do I need to know to determine my location?In past modules we talked about the history of navigation and about some basic concepts like latitude and longitude. In this module we will learn how to determine one’s location, deepen our knowledge on coordinate systems, latitude and longitude concepts, using instruments and tools that can be easily made in your classroom.

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To pinpoint your position on a map of the world you need to work out your co-ordinates, known as latitude and longitude. Latitude is your position north or south of the Equator. Lines, or parallels, are drawn around the Earth at intervals. The North Pole is assigned the latitude 90º north and the South Pole latitude 90º south.

Lines of longitude, or meridians, are drawn a little differently. The line of longitude corresponding to 0º, which passes through Greenwich in London, is called the Prime (or Greenwich) Meridian. Longitude lines run along the Earth’s surface in a north–south direction, and unlike latitude lines, they divide the globe into segments like those of an orange, rather than regular strips.

A geographical globe (a) viewed from above the Equator;

(b) viewed from above the North Pole

HOW TO MEASURE LATITUDE
It's possible to measure latitude by comparing your position on Earth with the position of either the sun or the North Star (Polaris). Measurements using the sun are possible on a clear day in the northern or southern hemispheres, when the sun is easy to find. However, measurement of latitude isn't as straightforward as you might think. Accurate readings can only be taken at noon, when the sun is at its highest in the sky. To complicate matters further, the sun rises higher in summer than in winter, and this must be allowed for in any calculation.

Being so far away and only one of a myriad stars visible to the naked eye, the North Star isn't as easy to find as the sun. Furthermore, you can only see it at night, which isn't always convenient. Its major limitation, however, is that it isn't visible from the southern hemisphere.

For our purposes, we shall therefore assume that we're in the northern hemisphere. You can use a simple quadrant to measure latitude using either the sun or the North Star. Both methods are described below.

1. Make a quadrant similar to the one shown here. The aiming beam needs to be pivoted about its central point so that it can swing up and down. The protractor should be centred on the pivot, from which the plumb line should be suspended. Using a compass, mark out a line on the ground that runs north to south. Make sure that your quadrant is set up so that its aming beam is parallel to this north-south line.A quadrant for measuring latitude

2. Measuring latitude using the sun can only be done at noon, when the sun is at its highest point in the sky. To determine when it's noon (without a watch or radio) place a stick at the southernmost end of your north-south line. Use a plumb line to make sure that the stick is vertical. When the shadow cast by the stick crosses the north-south line, it's noon.

3. As soon as it's noon, align the sighting nails on the quadrant's aiming beam with the sun. DO NOT USE THE SIGHT LINE TO LOOK DIRECTLY AT THE SUN. Instead, watch the shadows formed by the nails on the ground as you tilt the aiming beam up and down. At first, the nails will cast two separate shadows, so move the end of the beam up or down so that these two shadows move closer together. Two shadows on the groud - beam aimed incorrectlyWhen the shadows coincide, the beam is aimed exactly at the sun. Using the protractor, measure the smaller angle between the beam and the plumb line.One shadow - beam aimed correctlyIf the sun is directly over the Equator, this is your latitude reading.The angle to measure when using the sun or North Star. Note that the horizon is always 90º to the plumb line. Don't be fooled by mountain ranges!

4. Unfortunately, this reading is only correct on 21 March and 21 September (the spring and autumn equinoxes). At midwinter (21 December) you should deduct 23.45º from your reading, and at midsummer (21 June) add 23.45º. This is because of the way in which the 'tilted' Earth orbits the sun.  Solar declination - the seasonal consequence of the 'tilted' Earth's annual movement around the sun.Although complex tables (almanacs) are used to obtain correction factors for any day of the year, you can accurately estimate the appropriate numbers for yourself. For example, if calculating the value at the beginning of May, you would be half-way between the spring equinox (when the sun is directly over the Equator) and the summer solstice (when the sun is directly above a point 23.45º north of the Equator). You would therefore need to add half of 23.45º, or 11.73º, to your reading.

Using the North Star to measure latitude

Once you've found the North Star it's simple to determine your latitude.

How to locate the North Star

1. First, locate the Plough (Ursa Major), which is sometimes called the Big Dipper.

2. Look along the back of the 'Plough blade'. About four blade-lengths along is the North Star. The constellation Cassiopeia is about the same distance from the North Star, but on the opposite side of it from the Plough.

3. As the North Star is roughly in line with the Earth's axis of rotation, it never changes position, and measurements can be taken with the quadrant at any time of the night, whatever the season. Use the sight line on the top of the aiming beam to align the beam with the North Star. Use the protractor to measure the angle between the beam and the horizon (which is 90º to the plumb line). This angle is your latitude.

How to measure Longitude

It’s easy to work out your longitude using a radio, watch and sundial, but as castaways on Capraia we had none of these. Even though we built a radio, we still needed some sort of timepiece, so we made a pendulum of a certain, known length which we knew would swing with a fixed frequency (determined by this length).

The Earth rotates one full turn (360º of longitude) in one day. It therefore turns one degree of longitude in 1/360th of a day, or every four minutes. To calculate your longitude, you therefore simply need to work out the time difference between noon at your location and noon at the Prime Meridian.

What to do

1. Find a radio station that broadcasts the ‘GMT (Greenwich Meantime) pips’ on the hour, giving the time at the Prime Meridian.

2. Construct a device to work out local noon, like a north–south line.

3. Time the difference between local noon, measured from the sun, and the 12 o’clock noon pips on the radio.

4. If you reach local noon before the radio signal, you’re east of the Prime Meridian (0º longitude). If the radio signals noon while the sun is still climbing, you’re on a western longitude.

5. For every four minutes that you time with your pendulum between the GMT radio signal noon and local noon, your longitude will increase by one degree, because that’s how much the Earth has rotated in four minutes. So, in parts of Cornwall for example, local noon would be 20 minutes after the ‘pips’, so the longitude would be 5º west.
For details of the calculation that we used to determine the longitude of our castaway island location, see ‘Difficulty with maths? No problem!’.

6. If you’re further away from the Prime Meridian, then the local time zone can be used, as long as 15º (the amount the Earth turns in one hour) east or west are added for every 60 minutes that the time zone is ahead of, or behind, GMT, respectively.

The Prime Meridian

The Prime Meridian is the imaginary line running between the North and South Poles that’s used to indicate 0º longitude. It passes through Greenwich in southeast London, and is therefore sometimes referred to as the Greenwich Meridian.

An international conference held in Washington D.C. in 1884 designated ‘the meridian passing through the centre of the transit instrument at the Observatory of Greenwich as the initial meridian for longitude.’ During the 1950s, the Greenwich Observatory moved to Herstmonceux Castle in East Sussex, where the skies were deemed to be clearer. In 1990, it moved again, to the Institute of Astronomy at the University of Cambridge, but the original site in Greenwich continues to serve as the location for 0º longitude.

As the prime meridian, the north–south line at Greenwich is used as the reference point for all other meridians of longitude, which are numbered east or west of it. The current system employs 24 standard meridians of longitude 15º apart, starting with the Prime Meridian.

The lines all run from the North to the South Pole, at right angles to the Equator. These meridians are the centres of 24 standard time zones. In theory, standard time becomes successively one hour earlier at each 15º longitude west of the Prime Meridian, and one hour later at each 15º longitude east. Time is the same throughout each zone. In practice, many of the zones have been subdivided or their shape altered for convenience.

The mean solar time at Greenwich is now called Universal Time (formerly called Greenwich Mean Time or GMT).

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3.2 The didactic course: tools and termsTell us three things you discovered from watching the videos of Ana Hoskins, Helena Capela, and Melpomeni Dimoulka and that you can apply in your classroom. 

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3.2 The didactic course: tools and termsTell us three things you discovered from watching the videos of Ana Hoskins, Helena Capela, and Melpomeni Dimoulka and that you can apply in your classroom. 

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1)Students  construct step by step their knowledge
2)they are actively involved
3)They collaborate, discuss ,make hypothesis and share ideas.
These are the three  things I think that are essential for achieving effective learning and for this reason I'll try to apply them in my classroom in the future.

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3.1 What do I need to know to determine my location?Imagine you want to tell a friend about the place you are at this moment. Which information would you give to your friend?

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3.1 What do I need to know to determine my location?Imagine you want to tell a friend about the place you are at this moment. Which information would you give to your friend?

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Maria Grazia Prestigiacomo
Palermo
Nowadays it is very easy to provide the right location of where we are thanks to technology that provides us with several tools capable of establishing and communicating our position. So we can use  a tablet or smartphone with an internet connection to give our position instantly and accurately but if we do not have an internet connection we can point our position using  landmarks known to us and to everyone we want to tell where we are.

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1.1 Why talk about navigation?We would like to invite you to post an image you identify with navigation and explain why

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1.1 Why talk about navigation?We would like to invite you to post an image you identify with navigation and explain why

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Maria Grazia Prestigiacomo

I choose an image of the bounty because I identify with navigation  a voyage by sea, then because I like very much  the sailing ships and especially the Bounty of which I have seen  the movie "Mutiny of the bounty " finally because the journey had a mission botany : the ship had to cross the globe to reach Tahiti, collect some specimens of breadfruit and transport them in the Caribbean.

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the second badge

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2.4 The didactic course: The history of navigation

Tell us three things you discovered from watching the videos of Michael Masson and Eleni Dimitriadi and that you can apply in your classroom.

Prestigiacomo Maria Grazia,Italy

I discover the importance of The Inquiry based learning approach. In the two videos  the teachers have stressed the importance of learning by doing and how through this approach students are also actively involved  and collaborate ,make hipothesis and ceck them, share their ideas.The thing that struck me the most is that both teachers spoke of growth, change and enrichment not only of students but also of themselves. So I think that I can apply all the things I mentioned above because the result are excellent.

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2.2 Some historical facts related to navigation Share with us some historical facts related to navigation in relation to your culture and history.

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2.2 Some historical facts related to navigation Share with us some historical facts related to navigation in relation to your culture and history.

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Prestigiacomo Maria Grazia,Palermo ,Italy
Italians navigators, explorers and scientists are famous all over the world but there are some of them  less famous but no less important among them  I want to mention  Vincenzo di Bartolo, captain of the brig Elisa, who in 1838-39 became the protagonist of a journey full of adventures and that, for this, he earned the nickname of Columbus of Palermo, as the Duke called him in a 1977 article.
The route included a first trip that was to bring a load of Sicilian products in Boston, then had to start again from there to the island of Sumatra, to load pepper to bring back it to Palermo. This trip, for those times, was to be considered a business rather than daring but it was the first time that a sicilian ship  was sailing the Indian Ocean .Vincenzo Di Bartolo during the navigation compiled a very detailed traveldiary, to transmit information and advice to all those who would attempt the enterprise later.

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2.1 Basic concepts on celestial navigation

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2.1 Basic concepts on celestial navigation

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Archaeological evidence demonstrates that the cardinal directions were a common knowledge in multiple cultures many millennia ago.In the video, Nuno Gomes explains how the position of the Sun during the day always culminates in the same direction, and much more.

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Step 1: Dowload stellarium (http://www.stellarium.org/)
Step 2: Open Stellarium

Step 3 : Set your location. The default location is Paris, France. Press F6 or click on the appropriate icon in the left tool bar to open the Location Window.You can select your location by clicking on the map, by searching for a nearby city, or by entering your longitude, latitude and altitude manually by creating a new location.

Step 4: Set the time to 10 p.m.. of 1st March 2017. „J” slows down or reverses speed, „L” increases time speed, and „K” makes time return to normal speed. You can also use the time control buttons in the lower right of the screen.

Step 5: Play with the view options. Try clicking the buttons in the bottom toolbar, which will appear if you roll the mouse cursor over the status bar at the bottom left of the screen.

Step 6: Look around and select an object in the sky. Press F3 to open the search window. You can type in the name of a star, planet, constellation or nebula. As you type a list of matching objects is shown. Pressing TAB selects the next item in the completion list. Press RETURN or click the button in the search window to go to the object.

Step 7: Now, go to the North direction. When the „N” is in the middle of your screen, go to the bottom toolbar and select the „constellations line” (first option). Find Ursa Major constellation . Then, click on „Print screen”. Paste the image on a document (word document).

Step 8: Set the time to 0 a.m.. of 2nd March 2017. Go to the North direction. When the „N” is in the middle of your screen, go to the bottom toolbar and select the „constellations line” (first option). Try to find Ursa Major constellation. Then, click on „Print screen”. Paste the image on a document (word document). Do the same for 2 a.m.

Step 9: Compare the three images. What do you wish to highlight? Can you share your thoughts and comment on the padlet below?

Step 10: (Optional) If you have the chance, go outside and take a picture of Ursa Major constellation. Post it on Paddlet with your comments on the activity. If you live in a city, with high light pollution , you may comment on that, too.

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According to Oxford dictionary Archaeostronomy is „the investigation of the astronomical knowledge of prehistoric cultures. Also called astroarchaeology”

Archaeoastronomy is the study of how people have understood, conceptualized and used the phenomena in the sky and what role the sky played in their cultures, by analysing their material remains.

According to the historical and ethnographic records, most (if not all) societies have looked up at the sky and related to it. The stories, myths, art, religious beliefs, rituals and symbolism of many cultures are associated with the Sun, the Moon, stars and planets. In most cases where texts and/or academic ethnographic works were found, this is easily verifiable. However, when a study extends further back into prehistory (before writing), researchers have to rely on the remains and ruins left behind. In this case, the research is based on the archaeological record which is used to reveal an ancient society’s notion to the celestial sphere and its objects.

Archaeoastronomy therefore focuses on the material elements present in the archaeological record. For instance, it can recognise whether particular structures (houses or monuments) were intentionally built in such a way as to capture sunlight on particularly important days of the year.

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1.3.	How did early sailors navigate the oceans?

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1.3.	How did early sailors navigate the oceans?

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This topic of navigation through the ages  was investigated by Mann (1966) in an article published in the Irish Astronomical Journal. Below we summarise the information presented in the article and track how sea navigation evolved:

1. Initially sea voyages were made simply along the coast;

2. With the increase of population needs, advances in ship construction and modernisation (as far back as 2000 B.C.) these voyages were undertaken out of sight of land;

3. “In classical times the trade of the Mediterranean was shared by the Greeks and Phoenicians”, using sea lanes to Egypt;

4. It is known that they [sailors] made these voyages, but not much about their navigational aids and methods;

5. In Ancient Greece arises a bearing system. The system had 12 points, each named after a wind, and thus each point had 30 degrees of horizon, and this way it made a full circle of 360 degrees. Interesting fact: The winds were called after the country from which they blew;

6. That time scientists and astronomers were interested in map-making and position-finding;

7. By the end of the first millennium of the Christian era, the Vikings steered by sun, shadow and stars to sail. They had produced a “bearing ring on which the 16 points were scribed. By orientating this ring to the sun at noon, or to the Pole Star, they could ascertain the direction in which wished to go; then they would note this direction relative to a star, the land, or possibly the wind, and make constant checks as the opportunity presented itself”;

In the 15th century and later European explorers go into the deep sea, far away from a coast, using the knowledge left by the Arabian golden age, developed new ships, used instruments like the compass, astrolabe, the quadrant, etc., and make nautical science a real source of development and prosperity.

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Activity Module 1Do you think this topic could be incorporated in the school curriculum? Please point out three subject areas or topics you think that could be addressed using the navigation theme. 

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Activity Module 1Do you think this topic could be incorporated in the school curriculum? Please point out three subject areas or topics you think that could be addressed using the navigation theme. 

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History,Science and geography

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 Patterns in the sky - Activity module 1

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 Patterns in the sky - Activity module 1

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I search Ursa Major using stellarium  and after the observation of the constellation in different time I verified that the constellation's position   changes in a few hours turning in counterclockwise.

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Activity module 1        An example of archaeoastronomy in my country

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Activity module 1        An example of archaeoastronomy in my country

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Palermo Cathedral
Palermo cathedral is dedicated to the Assumption of the Virgin Mary and  it is characterized by the presence of different styles, due to a long history of additions, alterations and restorations, the last of which occurred in the 18th century.
The Cathedral has a meridian, which may be considered as an earlier type of heliometer (solar "observatory"), built in 1801 by the famous astronomer Giuseppe Piazzi, the director of the Observatory of Palermo who discovered the first minor planet or asteroid, Ceres. The device itself is quite simple: a tiny hole in one of the minor domes acts as pinhole camera, projecting an image of the sun onto the floor . There is a bronze line, la meridiana on the floor, running precisely N/S. At solar noon (circa 12:00 in winter, 13:00 in summer), the sun image passes through this line. At different times of the year the passage occurs at different point of the line. The ends of the line mark the positions at the summer and winter solstices; signs of the zodiac show various dates throughout the year.
The purpose of the instrument was to standardise the measurement of time and the calendar. The convention in Sicily had been that the (24-hour) day was measured from the moment of sun-rise, which of course meant that no two locations had the same time and, more importantly, did not have the same time as in St. Peter's Basilica in Rome. It was also important to know when the Vernal Equinox occurred, to provide the correct date for Easter.

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Hello,I'm Mary an Italian primary school teacher.I teach Italian,Maths and Music, my pupils are 6-7 years old.I'm 47 years old and  I've been married since 1994 with Gaetano,we have got two doughters and a son.I've blond,long hair and green eyes.I'm altruist, generous and very tolerant, I'm a good friend.I like reading,painting on ceramics, singing and running.I love every kind of music from classic to rock.I like doing women's work like embrodering ,cross stiching and sewing.I love nature and animals.I never give up!!!I'm ready for navigation through the ages.